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Social and Emotional Learning: A Different Standard!
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"You are moving us from spread-sheets to heart-beats."
Tim Hoss,
Principal Northport Middle School
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Greetings Everybody,
Teaching Empathy Institute (TEI) is proud to be delivering a unique approach to social and emotional learning that is focused on blending process and content toward the creation of an emotionally safe learning community. Since late August, TEI has been working in the Kingston City School District in New York to provide a leadership academy for 4th grade students, and professional development for K-12 staff.
Sign up to receive our monthly newsletter for hands-on classroom strategies, latest blog posts and our podcast series Little Talks That Make a Big Difference.
Join us at our next Illuminations Salon on December 13th to engage in dialogue about social and emotional learning (SEL) and why it is an essential practice in our schools.
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Little Talks that Make a Big Difference Introducing the TEI Podcast series
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We are excited to release the first episode of our flagship podcast series, Little Talks that Make a Big Difference. Little Talks
focus on meeting the social and emotional needs of students, moving them toward healthy social decision-making and pro-social skills development.
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This Month's Podcast Topic:
Emotional Safety
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As Teaching Empathy Institute aspires to create Schools of Belonging, we hold the vision that each child is unique with special gifts to offer the world. To this end, it is our role to consciously create the conditions for emotional safety. In this first episode of Little Talks, we focus on how meeting the emotional needs of our students creates the blueprint for emotional safety.
Listen to our first Little Talk,
Emotional Safety,
on our blog and subscribe to this newsletter to be notified of upcoming Little Talks releases.
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Blueprints for Caring Hands-on Strategies for Educators
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Try This: Two-Person Jobs
I once heard a talk by the late H. Stephen Glenn, co-author of Raising Self-Reliant Children in a Self-Indulgent World, in which he told a story of how he and his 6-year-old son worked together welding a tie rod on their tractor. When they were finished, his son said, “Thanks, Dad, for letting me help you fix the tractor.” Glenn responded that he could not have completed the task without his son. He needed two people to do the job. After this experience, his son would often present his father with a list of all the two-person jobs that had to be done around their ranch. In naming the concept of a two-person job, Glenn taught his son that “when a job takes two, I am sometimes equal to my father, and that makes me very significant.”
When a person experiences success while working with another, that experience takes on an aura of meaning and purpose. Incorporating two-person jobs into your classroom practice provides opportunities for students to practice the crucial life skills of planning, negotiation, compromise, listening, and responsibility.
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